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BRIEF COMMUNICATION
Year : 2014  |  Volume : 27  |  Issue : 2  |  Page : 208-212

Student-reported satisfaction with academic enhancement services at an academic health science center


1 Academic Affairs, University of Mississippi Medical Center, Jackson, Mississippi, USA
2 Department of Family Medicine, University of Mississippi Medical Center, Jackson, Mississippi, USA

Correspondence Address:
Penni Smith Foster
Office of the Associate Vice Chancellor for Academic Affairs, University of Mississippi Medical Center, 2500 North State Street, Jackson, MS 39216
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/1357-6283.143773

Background: Although support services are needed to address students' concerns associated with academic demands, there is little research exploring these interventions within health sciences education. The current study examined students' perceptions of academic enhancement services at an academic health science center. Methods: Academic enhancement services provided to students included assessment of learning approaches and problems interfering with academic performance. Specific services may have addressed the transition to professional school, study skills assessment and training, time management and organization, testing strategies, clarifying career goals and interests, increasing self-confidence and coping with self-doubt, coping with depression and/or anxiety, stress management, relationship issues, and/or loss and bereavement. All students receiving academic enhancement services received a survey for programmatic improvement at the end of each semester. The online survey was voluntary and anonymous and solicited feedback about the students' experiences. Results: Sixty-three percent of respondents (N = 104; 62% female, 38% male; 62% White, 27% Black/African American, 10% Asian; 2% Hispanic) reported receiving a one-session intervention, while 34% received 2-6 sessions. Eighty-three percent of respondents reported that academic enhancement services improved their situation and 89% reported overall satisfaction. The individual services rated as most helpful addressed time management, study skills training, increasing self-confidence, and testing strategies. Discussion: It is recommended that health science centers (i) consider providing brief-term academic enhancement services to students addressing time management/organization, study skills, self-confidence, and testing strategies and (ii) engage in empirical investigations of these academic interventions.


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